Computing for All
Workforce projections, Computer Science K12 Standards, Computational Thinking
University of Wisconsin-Oshkosh
July 8, 2014
Joe Kmoch
joe@jkmoch.com
1
How many of you...
• How many of you teach computer science?
• How many of you use computing technologies
fairly regularly in your courses?
• Have heard about / Know something about
– Background
• Polya, Bloom, SCANS, P21 – 21st Century Skills, Career
Clusters
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–
–
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Workforce issues related to CS and IT?
New CSTA CS K-12 Standards
Computational Thinking
CS counting for Math credit
2
What I will touch upon...
•
•
•
•
•
Important historical background – Big Ideas
Workforce issues – why CS?
New CS K-12 Standards
Computational Thinking
CS counting for Math credit in WI
3
Polya’s Four Steps to Problem Solving
•
•
•
•
Understand the problem
Design and plan a solution
Implement that solution
Evaluate that solution
How to Solve
It,1945
4
Bloom’s Taxonomy of Educational
Objectives: Cognitive Domain
• Higher order (eg critical thinking)
– Creating
– Evaluating
– Analyzing
• Lower order
– Applying
– Understanding
– Remembering
1956,
2000
5
21st Century Skills
Four C’s
–
–
–
–
Collaboration
Communication
Creativity and Innovation
Critical Thinking and Problem Solving
+ Employability and soft skills (learning and career skills)
+ Basic computing application skills
<http://P21.org> (founded 2002)
Similar to (based on?) SCANS Report (1991)
6
Career Cluster project
• IT Career Cluster and STEM Career Clusters
created along with 14 others around 2002
• IT has four pathways
– Programming and Software Development
– Web and Digital Communications
– Information Support and Services
– Network Systems
(see Deborah Seehorn, “Computer Science: The Big Picture”, blog
post 5/22/2012 http://blog.acm.org/csta)
<http://careertech.org>
7
Academy of Information Technology
• Created by the National Academy Foundation
with industry partners
• Possibly the first comprehensive curriculum for IT
• Based on the Career Cluster approach, SCANS
(P21.org) and other programs involving contextbased project-based curriculum
http://bit.ly/nafaoit
2000
8
ACM/CSTA Model Curriculum for K-12
Computer Science
• ACM (Association of Computing Machinery) is
known for developing computer science
curricula at the post-secondary level
• This was ACM’s (Association of Computing
Machinery) 1st attempt to create a K-12
curriculum (2003) (after 3 attempts at HS curr)
• CSTA (Computer Science Teachers Association)
became responsible in 2006
9
Perkins 2006 Reauthorization
• This is the federal funding for Career and
Technical Education programs
• This now requires that programs focus on the
Career Cluster approaches
– This focus is to prepare students for both career
AND college readiness
– This is way more than just teaching skills but is
oriented around project-based real-world contexts
for students
10
WORKFORCE AND PIPELINE ISSUES
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June 12, 2012
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Workforce and Pipeline issues
• Since the “dot-com bubble” burst around
2000, there has been a severe decrease in
number of students involved in computing
• Since around 2004, the career opportunities
have increased with a corresponding decrease
in courses offered and schools offering high
school courses
12
Three Challenges
• The computing community in the US faces
three significant and interrelated challenges
in maintaining a robust IT workforce
1. Underproduction
2. Underrepresentation
3. Lack of a presence in K-12 education
(Jan Cuny, NSF CS10K Initiative)
#NAFNext
13
THE BRIGHT FUTURE FOR COMPUTING
JOBS
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June 12, 2012
Total Employment in STEM in 2022
5 Million
4.6 Million
4 Million
3 Million
2.8 Million
2 Million
1 Million
0 Million
0.4 Million
0.6 Million
0.6 Million
0.1 Million
Mathematics
Physical
Sciences
Social
Sciences
Life
Engineering
Sciences
Source: Jobs data are calculated from the Bureau of Labor Statistics (BLS), Employment Projections 2012-2022, available at http://www.bls.gov/emp/.
Computing
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June 12, 2012
Where the STEM Jobs Will Be
Projected Annual Growth of Total STEM Job Openings 2012-2022
Source: Jobs data are calculated from the Bureau of Labor Statistics (BLS), Employment Projections 2012-2022, available at http://www.bls.gov/emp/.
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June 12, 2012
Where the STEM Jobs Will Be
Projected Annual Growth of NEWLY CREATED STEM Job Openings 2012-2022
Source: Jobs data are calculated from the Bureau of Labor Statistics (BLS), Employment Projections 2012-2022, available at http://www.bls.gov/emp/.
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June 12, 2012
Quick Facts about Computing Jobs
Though 2020
Computing and mathematics is one of the
TOP 10 fastest growing major
occupational groups 2010-2020.
150,000+ job openings in computing
annually.
1 in every 2 STEM jobs will be in
computing in 2020.
Sources: Jobs data are calculated from the Bureau of Labor Statistics (BLS), Employment Projections 2010-2020, available
at http://www.bls.gov/emp/. Educational levels are calculated from BLS Occupational Projections Data, Employment 20102020, available at http://data.bls.gov/oep/ and the BLS Occupational Outlook Handbook 2010-2020, available at
http://bls.gov/ooh/.
June 12, 2012
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U.S. Employment through 2020
How Computing Stacks Up To Healthcare
22% job growth rate
in computing jobs, as comparable
to healthcare job growth rates
2010-2020.
Growth Rates
51,000 projected shortfall
in qualified health IT workers 20112015.
90% of physicians
to use electronic health records by
2019 as a result of the federal
HITECH Act of 2009.
* Healthcare practitioners and technicians
Sources: Bureau of Labor Statistics (BLS), Employment Projections 2010-2020, available at http://www.bls.gov/emp/. U.S.
Department of Health and Human Services (HHS), HITECH Programs, http://www.healthit.gov. Congressional Budget Office,
Analysis of HITECH Act of 2009.
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June 12, 2012
Where the STEM Jobs Will Be
Degrees vs. Jobs Annually
300,000
250,000
200,000
•
Annual Job Openings 2012-2022
•
Ph.D. Degrees
•
Master’s Degrees
•
Bachelor’s Degrees
•
Associate’s Degrees
150,000
100,000
50,000
0
Physical
Sciences
Social
Sciences
Life
Sciences
Engineering
Mathematics
Computing
Sources: Degree data are calculated from the National Science Foundation (NSF), Science and Engineering Indicators 2014, available at http://www.nsf.gov/statistics/seind14/. Annual jobs data are
calculated from the Bureau of Labor Statistics (BLS), Employment Projections 2012-2022, available at http://www.bls.gov/emp/. STEM is defined here to include non-medical degrees and occupations.
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June 12, 2012
http://www.ncwit.org/edjobsmap
June 12, 2012
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Where the STEM Jobs Will Be
Top 10 STEM Occupations by Total Employment in 2020
Source: Jobs data are calculated from the Bureau of Labor Statistics (BLS), Employment Projections 2010-2020, available at
http://www.bls.gov/emp/. STEM is defined here to include non-medical occupations.
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June 12, 2012
Where the STEM Jobs Will Be
Projected Growth of Selected STEM Jobs 2010-2020
2010 Total
Employment
% Growth
2010-2020
2011 Average
Annual Salary
Engineering and Architectural Managers
176,800
9%
$129,350
Computer and Information Systems Managers
307,900
18%
$125,660
Aerospace Engineers
81,000
5%
$103,870
Software Developers, Systems and Applications
913,100
30%
$96,250
Biochemists and Biophysicists
25,100
31%
$87,640
Civil Engineers
262,800
19%
$82,710
Database Administrators
110,800
31%
$77,350
Environmental Scientists
89,400
19%
$68,810
Chemists
82,200
4%
$74,780
6,100
21%
$59,040
STEM Job
Anthropologists and Archeologists
Sources: Jobs data are from the Bureau of Labor Statistics (BLS), Employment Projections 2010-2020, available at
http://www.bls.gov/emp/. Salary data are from BLS Occupational Employment Statistics, May 2011, available at
http://www.bls.gov/oes/current/oes_nat.htm.
STEM is defined here to include non-medical occupations.
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June 12, 2012
PIPELINE OF TALENT IN COMPUTING
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June 12, 2012
Higher Education Pipeline in
Computing
Source: National Science Foundation, Science and Engineering Indicators 2012 and various years,
available at http://www.nsf.gov/statistics/seind12/. Data are not available from 1999.
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June 12, 2012
Higher Education Pipeline in
Computing
CRA Taulbee Survey Results
Source: Computing Research Association, Taulbee Survey 2010-2011, available at
http://www.cra.org/resources/taulbee/ (providing voluntary responses from Ph.D.-granting universities on new
enrollments and degrees awarded in their undergraduate CS/CE programs.
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June 12, 2012
High School Advanced Placement
Exams 1997-2011
Source: College Board, Advanced Placement (AP) Exam Data 2011, available at http://professionals.collegeboard.com/datareports-research/ap/data. Calculus represents the combined data of Calculus AB and BC. Physics represents the combined data
of Physics B, C:Electricity and Magnetism, and C:Mechanics. Computer Science represents combined data of Computer
Science A and B.
June 12, 2012
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Conclusion
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June 12, 2012
Future Workforce
(latest stats from 2012-2022)
• Expected Growth in jobs is very high in CS/IT
and Engineering
• CS/IT (us dept of labor: 15-1100)
– 2012 actual: 3,682,300
– 2022 projected: 4,333,600
• Engineers (us dept of labor: 17-2000)
– 2012 actual: 1,589,600
– 2022 projected: 1,726,100
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Projected Percentage Change in Jobs
from 2012 to 2022
• CS/IT, +18%, 651,300 new jobs
– Software Developers & Programmers, +25%
– Computer and Info Analysts, +26%
– Database Sys Admins & Network Arch, +13%
– Computer Support Specialists, +17%
– Security Analyst, Web Dev, CS Res, others, +4%
• Engineers, +9%, 136,500 new jobs
• http://www.bls.gov/emp/tables.htm
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Number of Job Openings due to Growth and
Replacement through 2022 (in thousands)
• CS/IT, 1366.2 (651.3 growth + 588.8 repl)
– Software Dev & Prog, 522 (279.5 gr + 242.5 repl)
– Computer and Info Analysts, 248.8 (155.2 gr + 93.6 repl)
– DB Sys Admin & Network Arch, 184.3 (130.6 gr + 102.5 repl)
– Comp Support Specialists, 236.5 (123.0 gr + 113.5 repl)
• Engineers, 544.3 (136.5 growth, 407.8 repl.)
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That’s nice data, but so what?
*Slide is from Ed Lazowska
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The instructional practices and assessments discussed or shown are not an endorsement by ACM or the U.S. Department of
Education.
Two off-beat CS examples
• There are about 600,000 unfilled
manufacturing jobs; most require CNC
– CNC is computer programming
• In Model Railroading there’s a new way of
running your railroad called Digital Command
Control (DCC)
– You program your locomotives and accessories
– It also helps to understand binary numbers
35
Products need diverse perspectives
• From June 4, 2012 Assoc Press article
“Rockmelt CEO Eric Vishria says the competition to hire
qualified women software engineers has heated up as
companies see that they need diverse perspectives to build
products that attract the widest audience. He said startups
that don't hire women early in their existence risk creating a
male- dominated culture that will put off potential female
hires.”
36
COMPUTER SCIENCE IN WISCONSIN
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June 12, 2012
State of the State
A large majority (over 85%) of Wisconsin
school districts
aren't even offering their students
a path into the highest growing
and best paying sectors of the
21st Century American economy.
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In Wisconsin,
•
•
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~ 25-30 AP CS teachers statewide
Perhaps another 40 - 60 WI teachers
offering some kind of programming course
(Java, C++, VB, etc.)
Over 400 high schools in our state.
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CS10K – NSF-funded project
Goal: 10,000 more qualified CS teachers in
U.S. high schools.
PUMP-CS funded for 2014-2016 is one of
several funded proposals
Four prongs:
Growing our professional community
Strengthening our professional community
Linking our professional community
Broadening the CS pipeline
•
•
•
•
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Exploring Computer Science
(ECS)
•
•
•
•
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Targeted to 9th and 10th grade.
Broad introduction to computing concepts
and computational thinking.
Inquiry, Equity, Content
Essential preparation for AP CSP.
Can teach ECS in your area, without 405
CS endorsement.
(Less than 25% programming content.)
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Exploring Computer Science
(ECS)
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•
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•
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Professional Development includes five
day course in first summer.
Begin teaching course in fall.
Quarterly updates during academic year.
Another five day session in second
summer.
In Los Angeles, Chicago elsewhere
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CS10K: Strengthen
•
•
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WI teachers need 405 license to offer CS
courses in K-12.
CS Ed degree programs almost all dead
across the state.
Remaining programs feature methods
courses that emphasize teaching CS the
same way we always have, or are cobbled
together from other fields of teaching.
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Teaching Computer Science (TCS)
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•
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New methods course focused on bridging
gap from teaching ECS to teaching AP CS
Principles or other advanced CS courses.
"Missing Link" for licensure.
Support for "alternative certification paths”.
This new course being developed as part
of PUMP-CS will be taught in 2015 and
2016
Will become an online course after 2016
44
CS10K: Linking
•
•
•
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Focus groups around state, bringing
together teachers, administrators and
industry representatives
Identify local and regional strengths
Identify and destroy barriers to moving
forward
Educate and recruit
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National CS Framework
• Exploring Computer Science (ECS)
– Entry level CS course
• Computer Science Principles
– AP in 2016-2017
• AP Computer Science A
– Programming in Java
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June 12, 2012
Exploring Computer Science
• Developed in Los Angeles Unified
School District with UCLA
• Pillars
– Inquiry
• 5Es Inquiry Learning Cycle
– Equity
• 6000 students served
• 75% indentifying as Latino or African American
– Content
• Accepted as CTE credit by University of California
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June 12, 2012
Exploring Computer Science
• Six Units
– Human Computer Interaction
– Problem Solving
– Web Design
– Introduction to Programming
– Computing and Data Analysis
– Robotics
• Inquiry and Project-based Tasks
– Role-playing, jig sawing, simulations, collaborative
48
tasks, and problems w/multiple solutions
June 12, 2012
Additional Roll-outs
• Current partners include:
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Washington, DC: http://www.scs.howard.edu/research/PEECS
Chicago: http://tasteofcomputing.org/
Oregon: http://www.techstart.org/exploringcs/
Santa Clara: http://www.scu.edu/engineering/cse/ecs/index.cfm
Utah: http://people.westminstercollege.edu/faculty/hhu/ecs/
• Additional Information
– http://www.exploringcs.org/
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June 12, 2012
AP CS Principles
• AP course designed to be accessible to every
student while building knowledge and skills
that are endorsed by colleges and universities.
• Novel assessment
– 25% Performance Task Based
– 75% Computer-based Assessment
• Endorsed by College Board
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June 12, 2012
AP CS Principles – Big Ideas
•Computing is a creative activity
•Abstraction reduces information and detail to facilitate focus
on relevant concepts
•Data and information facilitate the creation of knowledge
•Algorithms are used to develop and express solutions to
computational problems
•Programming enables problem solving, human expression, and
creation of knowledge
•The Internet pervades modern computing
•Computing has global impacts
http://Csprinciples.org
June 12, 2012
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Base Documents for the ECS and
APCS courses
• CSTA K-12 Standards (revised 2011)
• Computational Thinking
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June 12, 2012
AP Computer Science A
• Traditional entry into CS major
• Redesigned for 2014-2015
– Suggested labs
– Case study (Gridworld) removed
– Allows 20% more time for inquiry and project
based learning
– Deep dive into Java programming
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June 12, 2012
CSTA K-12 CS STANDARDS
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June 12, 2012
CSTA K-12 Computer Science
Standards (rev 2011)
These standards
• will provide students with basic computing
skills and concepts at all grade levels in many
disciplines
• will help encourage and develop creativity and
innovation essential for high paying family
supporting careers in the future
55
Knowledge for Today and Beyond
(CS Standards Committee Philosophy)
We consider it critical that students be able to
read and write and understand the
fundamentals of math, biology, chemistry and
physics. To be a well-educated citizen in
today’s computing-intensive world, students
must have a deeper understanding of the
fundamentals of computing as well.
56
Context for New Standards
•
•
•
•
CSTA Model Curriculum was last revised in 2006
Much has been learned since then, including how to
write standards that are consistent in format with those
of other disciplines
New tools and pedagogies have been developed to
make computer science more accessible for all
students
There is still confusion between educational
technology (the use of computers to support learning
in other disciplines) and computer science
57
Context for New Standards
•
We define computer science as:
“Computer science (CS) is the study of computers and algorithmic processes,
including their principles, their hardware and software designs, their
applications, and their impact on society.”
•
Big ideas in CS (from http://CSPrinciples.org)
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–
–
–
–
–
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Creativity
Abstraction
Data
Algorithms
Programming:
Internet
Impact
58
Why Standards?
• Many states have a computer education requirement at the
K-12 grade level but this has many different meanings.
• General computer knowledge and skills have been
moving…
– Traditional HS courses may now be in elementary and
middle school
– Keyboarding, General Computers, Office Programs,
Computing Concepts are all clumped under "computing
courses".
– Trends in the High School Curriculum
• CS is found in an elective environment
• Focus is on Standards and Assessment
• Computer Teachers – Certification requirements vary (if existent!)
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Organizing Structure
60
Level Definitions
• Level 1 (recommended for grades K–6)
Computer Science and Me
• Level 2 (recommended for grades 6–9)
Computer Science and Community
• Level 3 (recommended for grades 9–12)
Applying concepts and creating real-world solutions
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Level Definitions
• Level 1 (recommended for grades K–6)
Computer Science and Me
• Level 2 (recommended for grades 6–9)
Computer Science and Community
• Level 3 (recommended for grades 9–12)
Applying concepts and creating real-world solutions
62
Level Definitions
• Level 1 (recommended for grades K–6)
Computer Science and Me
• Level 2 (recommended for grades 6–9)
Computer Science and Community
• Level 3 (recommended for grades 9–12)
Applying concepts and creating real-world solutions
63
Level 3 Course Descriptions
• Level 3A: (recommended for grades 9 or 10)
Computer Science in the Modern World
• Level 3B: (recommended for grades 10 or 11) Computer
Science Concepts and Practices
• Level 3C: (recommended for grades 11 or 12)
Topics in Computer Science:
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Level 3 Course Descriptions
• Level 3A: (recommended for grades 9 or 10)
Computer Science in the Modern World
• Level 3B: (recommended for grades 10 or 11)
Computer Science Concepts and Practices
• Level 3C: (recommended for grades 11 or 12)
Topics in Computer Science:
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Learning Outcomes Organized by Strands
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Five Strands in CS:
Collaboration
• Using technology tools and resources for
collaboration
• Computing as a collaborative endeavor
67
Five Strands in CS:
Computational Thinking
•
•
•
•
•
•
Problem solving
Algorithms
Data representation
Modeling and Simulation
Abstraction
Connections to other fields
68
Five Strands in CS:
Computing Practice and Programming
• Using technology resources for learning
• Using technology tools for the creation of
digital artifacts
• Programming
• Interacting with remote information
• Careers
• Data Collection and Analysis
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Five Strands in CS:
Computers and Communication Devices
•
•
•
•
Computers
Troubleshooting
Networks
Human vs Computers
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Five Strands in CS:
Community, Global and Ethical Impacts
•
•
•
•
•
Responsible use
Impacts of technology
Information accuracy
Ethics, Laws and Security
Equity
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Computing Practice and Programming Strand map
CSTA K-12 CS Standards Pp 58-59
72
Example Strand for Level 2
Computing Practice & Programming
The student will be able to:
1. Select appropriate tools and technology resources to accomplish a variety of tasks and solve
problems. (Using technology resources for learning)
2. Use a variety of multimedia tools and peripherals to support personal productivity and learning
throughout the curriculum. (Using technology resources for learning)
3. Design, develop, publish, and present products (e.g., webpages, mobile applications, animations)
using technology resources that demonstrate and communicate curriculum concepts. (Dig artifacts)
4. Demonstrate an understanding of algorithms and their practical application. (Programming)
5. Implement problem solutions using a programming language, including: looping behavior,
conditional statements, logic, expressions, variables, and functions. (Programming)
6. Demonstrate good practices in personal information security using passwords, encryption, and
secure transactions. (Interacting with remote information)
7. Identify interdisciplinary careers that are enhanced by computer science. (Careers)
8. Demonstrate dispositions amenable to open-ended problem solving and programming (e.g.,
comfort with complexity, persistence, brainstorming, adaptability, patience, propensity to tinker,
creativity, accepting challenge). (Careers)
9. Collect and analyze data that is output from multiple runs of a computer program. (Data coll and
analysis)
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COMPUTATIONAL THINKING
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June 12, 2012
Computational Thinking as a
critical base for engaging CS in K12
• Computing and computer science are integral to
most career paths
• Computational thinking (CT) must be a part of
every curriculum.
–
–
–
–
#NAFNext
What is CT?
Where does CT exist now?
How will it affect K-12 education?
Resources available
75
Three Claims about
Computational Thinking
• Based on 9 computer science practices
• Connected to Common Core in Mathematics
• Unrivaled Method to get Computer Science
experiences in K-12
76
What is CT?
Critical Thinking + Computing Power
= Making Decisions or Innovating Solutions
(Think “Create, Produce, Manipulate”)
77
What is CT?
Here’s a several minute animation
describing CT and its importance.
Critical Thinking + Computing Power
= Making Decisions or Innovating Solutions
(Think “Create, Produce, Manipulate”)
78
What is CT?
The core principles of Computer Science are the
basis for Computational Thinking.
CS principles in
domains
CT is the use of
problem
79
What are these core principles?
There are 9 concepts
•
•
•
•
Data Collection, Data Analysis, Data Representation
Problem Decomposition, Abstraction
Algorithms, Automation
Simulation and Modeling, Parallelization
These are all essential to
computer science
80
What are these core principles?
• There are 5 dispositions
–
–
–
–
Confidence with complexity
Persistence in working through problems
Ability to deal with open ended problems
Ability to communicate and collaborate to
achieve a common goal
– Tolerance for ambiguity
81
What are these core principles?
• The Dispositions are important to preparing
solutions to significant problems
• They also match well to the 8 Common Core
State Standards – Mathematical Practices
• <http://www.corestandards.org/Math/Practice/>
82
Comparing CT Core Dispositions and CCSS
Standards for Mathematical Practice
CCSS Standards for Math Practice
Computational Thinking core dispositions
1. Make sense of problems and persevere
in solving them
Confidence with complexity
Persistence in working through problems
2. Reason abstractly and quantitatively
Ability to deal with open ended problems
3. Construct viable arguments and
critique the reasoning of others
Ability to communicate and collaborate to
achieve a common goal
4. Model with mathematics
Tolerance for ambiguity
5. Use appropriate tools strategically
Ability to communicate and collaborate to
achieve a common goal
6. Attend to precision
Persistence in working through problems
7. Look for and make use of structure
Ability to deal with open-ended problems
8. Look for and express regularity in
repeated reasoning
Ability to deal with open-ended problems
<http://www.corestandards.org/the-standards/mathematics/introduction/standardsfor-mathematical-practice/>
83
Comparing CT Core Concepts and CCSS
Standards for Mathematical Practice
CCSS Standards for Math Practice
Computational Thinking core concepts
1. Make sense of problems and persevere
in solving them
Data collection, analysis, representation
Problem Decomposition/Analysis
2. Reason abstractly and quantitatively
Abstraction
3. Construct viable arguments and
critique the reasoning of others
Algorithms and Procedures
4. Model with mathematics
Modeling & Simulation
5. Use appropriate tools strategically
Automation
6. Attend to precision
Data collection, analysis, representation
7. Look for and make use of structure
Parallelization
Algorithms & Procedures
8. Look for and express regularity in
repeated reasoning
Algorithms & Procedures
<http://www.corestandards.org/the-standards/mathematics/introduction/standardsfor-mathematical-practice/>
84
CCSS: Standards for
Mathematical Content
High School: Modeling
Modeling Standards
Modeling is best interpreted not as a collection of isolated
topics but rather in relation to other standards. Making
mathematical models is a Standard for Mathematical Practice,
and specific modeling standards appear throughout the high
school standards indicated by a star symbol (★).
<http://www.corestandards.org/the-standards/mathematics/high-schoolmodeling/introduction/>
85
CT for All Students
The knowledge and
skills that students
need to know and
be able to do by the
time they graduate
from secondary
school.
86
Where do you find CT?
In CS
• CSTA K-12 Computer Science Standards
• Exploring Computer Science course
• APCS Principles course
• Required for any National Science Foundation
“Computing Education for the 21st Century”
Proposal
87
Where else do you find CT?
• technology and more specifically CS
is part of almost all endeavors of life
• every 21st century citizen needs to
have facility with computational
thinking
88
CT in Other Sciences, Math, and Engineering
some examples from Jeannette Wing
Biology
- Algorithms for DNA sequencing of human genome
Brain Science
- Modeling the brain as a computer
Chemistry
[Madden, Fellow of Royal Society of Edinburgh]
- Optimization and searching algorithms identify
best chemicals for improving reaction
conditions to improve yields
89
CT in more sciences
Geology
- Abstraction boundaries and hierarchies of
complexity model the earth and our atmosphere
Astronomy
- Sloan Digital Sky Server brings a telescope
to every child
Mathematics
- Four-color theorem proof
Engineering (electrical, civil, mechanical …)
- Boeing 777 tested via computer simulation alone,
not in a wind tunnel
90
CT for Society
Economics
- Automated mechanism design underlies
electronic commerce, e.g., ad placement,
on-line auctions, kidney exchange
Social Sciences
- Statistical machine learning is used for
recommendation and reputation services,
e.g., Netflix, affinity card
91
CT for Society
Medicine
- Electronic health records require privacy technologies
- Robotic Surgery
Law
- Approaches include AI, temporal logic,
state machines, process algebras, petri nets
- Sherlock Project on crime scene investigation
92
CT for Society
Entertainment
- Games
- Lucas Films uses 2000-node data center to
produce Pirates of the Caribbean.
Arts
- Art (e.g., Robotticelli)
- Drama, Music, Photography
- Programming for Musicians and Digital Artists
Sports
- Synergy Sports analyzes
digital videos NBA games
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Stop and “chat”
Here are the 9 CT concepts
•
•
•
•
Data Collection, Data Analysis, Data Representation
Problem Decomposition, Abstraction
Algorithms, Automation
Simulation and Modeling, Parallelization
As you think about what you teach, can you think
of a lesson, topic, unit where one or more of these
concepts would appear?
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CT Operational Definition (handout)
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CT Operational Definition
Computational Thinking is
The marriage of
– the big ideas in computer science (such as
abstraction, algorithms, modeling, problem
decomposition)
– with problems and big ideas in most other subject
matter domains
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CT Building Blocks (handout)
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CT Building Blocks (handout)
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CT is for All Teachers
All teachers can and should be responsible for
teaching skills, practice, and assessment of CT. This
is not a “computer thing”.
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CT for All Teachers
Most teachers already incorporate CT basics, but
may not know it.
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CT for All Teachers
CT has a shared vocabulary that can be highlighted
in lessons from every discipline.
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CT for All Teachers
CT is made up of foundational building blocks of
concepts, skills, and dispositions that get more
sophisticated as students get older.
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CT for All Teachers
CT doesn’t necessarily require computers.
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CT Statement #1
CT is a key interdisciplinary component in preparing
students to be successful in a globally competitive
workforce.
• If students are going to be successful in postsecondary
education and compete for and win jobs, they must have
the critical thinking and problem-solving skills that CT
provides (Wagner).
From ISTE CT Website, Computational Leadership Toolkit (8/22/11), p 42
Tony Wagner, Innovation Education Fellow, Technology and Entrepreneurship
Center, Harvard U
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CT Statement #2
CT is a critical enabling skill that will raise the level of
achievement for all students, especially those who are
traditionally marginalized.
• Successful students must be able to connect and apply
academic content to real-world situations, and CT provides
a framework for that learning connection (Marzano).
From ISTE CT Website, Computational Leadership Toolkit (8/22/11), p 42
Robert J Marzano, Marzano Research Laboratory
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CT Statement #3
CT is already a learning strategy in many classrooms
and lessons today. However, we need to more closely
examine the uses of CT and identify and expand
student and teacher awareness about its impact and
power.
• This means we probably do not have to expend large sums
of money. We just need to recognize and align
CT strategies to current practices.
From ISTE CT Website, Computational Leadership Toolkit (8/22/11), p 42
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CT promotes 21st Century Learning
Consuming content and parroting procedures is
19th and 20th Century
21st Century Education is about process, about
learning tools and skills to remake content, create
new learning and solve problems (think creators,
producers)
Not about just formal education in school but also
about informal education – 24 hour learning – the
network
Re-Imagining Learning in the 21st Century: MacArthur Foundation
http://www.youtube.com/watch?v=D6_U6jOKsG4&feature=relmfu
Rethinking Learning: The 21st Century Learner: MacArthur Foundation
http://www.youtube.com/watch?v=c0xa98cy-Rw&feature=relmfu
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CT Features
Contextual
Multidisciplinary
Project-based and inquiry based
Looking deeply at a problem
Using abstraction + algorithms + analysis +
bringing to bear any number of tools +
possibly automation/computing
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CT Resources
CT Teacher Resources and CT Leadership Toolkit
For free download at www.iste.org/computational-thinking
Coming Soon! CT database for links to research and other teacher
resources.
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Thank you!
Resources:
Computational Thinking:
http://computationalthinking.pbworks.com
http://csta.acm.org/Curriculum/sub/CompThinking.html
www.iste.org/computational-thinking
This presentation:
http://expandingcswisconsin.pbworks.com
NCWIT (National Center for Women and Information Technology)
and other CS&IT Resources:
http://ncwitcstaresources.pbworks.com
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